Learning Excellence Award

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17th December 17
Trail : home / Case Studies : Culture, Ethos and Wellbeing
Posted: 20th May 2015 Euxton Art Project : Adobe Acrobat file (107.5k)

Balshaw Lane Community Primary School

Euxton CE Primary School

Primrose Hill Primary School

Euxton St Mary's Catholic Primary School

Innovative Practice Award

There are four schools in Euxton in very close proximity to each other and with very similar settings regarding school performance and cohort. Despite this, there have been few opportunities for staff and children to collaborate on projects.

With a desire to work more effectively as a community of schools this project aimed to give children the chance to work alongside other children from their community and for staff to share best practice. Teachers from each of the four schools worked together to plan and deliver a week's worth of art activities based on the theme 'Elements.' Key stage 2 children were given the opportunity to work at other schools with children from other schools on a collaborative installation. Parents and members of the community were then invited to galleries at the four schools on one evening so that they could see the results of the collaborations. Feedback from members of staff, children and parents showed the project to be a highly successful and valued experience and has left all four schools with a desire to continue collaborating on curriculum projects and to share best practice throughout the curriculum.

Pendle Community High School and College

Pendle View Primary School

Best Practice Award

Our practice ensures we have moved from reactive transition arrangements to a proactive model. All pupils moving from PVPS and local mainstream feeder school into PCHS  KS3 access a planned, staged transition were all information is shared and specialist staff liaise to ensure all needs are met from the following September and no pupil struggles within their new environment.

Posted: 18th May 2015 Ensuring all pupils have the opportunity to read : Adobe Acrobat file (101.5k)

Benjamin Hargreaves CE Primary School - Good Practice Award

Following an Ofsted report in September 2013 that highlighted a need for the whole school to develop reading, we decided to focus upon helping pupils to develop a love of reading through using a range of different approaches. The class teachers developed exciting, innovative reading corners within each classroom to encourage pupils to enjoy reading. We invited highly skilled volunteers to come into school to work with individual pupils and hear readers throughout the school. The volunteers are parents, grandparents, governors, retired teachers and community champions from the local supermarket. Each child was registered at the local library and the pupils now attend the library twice in a half term to choose books. We monitor reading across the school and have pupil progress meetings each half term to discuss the progress and attainment of pupils. This allows swift intervention for any pupil who needs further support with reading and it allows us to challenge more able readers. We provide BRP for a pupil in each class and all the TAs within the school are trained to lead BRP. The positive impact of this has already been noted. A HMI monitoring visit commented that " Pupils have made, on average, 13 months improvement since starting on the programme." We have developed comprehension skills through key questions in pupils' individual home reading records and we encourage parents to ask their child  questions and comment on the progress.

Queens Drive Primary School - Good Practice Award

Our gardening club has been developed from a small KS2 after school club to todays extremely popular  afterschool club 'Grow it,Make it,Taste it Club' for lower KS2 and some KS1 children.It is run by one of our KS1 staff and the involvement of other staff when required.

We get invovlved with helping to tidy the garden, ensuring the school grounds are tidy and well planted and we also make crafts to sell at the summer and christmas fayre.

In 2011 we purchased a small greenhouse which enabled us to start growing our own fruit and vegetables.We re-cycled planters and benches which were no longer being utilised to make two small raised beds and so our gardening began.  In our first year we grew courgettes, potatoes, salad leaves, carrots, various herbs, lots of flowers.  We celebrated our first harvest festival with a huge amount of school grown veg which we then asked the kitchen staff to prepare for the children to try at lunchtime.

We have used the produce grown to make chutney and jams, which along with various fruits and salad items we sold at the summer fair.The money we raised helped purchase more seeds and bulbs for next year.

We are celebrating a Vintage Year and looking back at how people grew vegatables in the past. We are encouraging the whole school, plus parents and grandparents to get involved and grow lots of different vegetables and fruit over the year and then show them at a summer vintage fayre in 2015. We love to grow, bake and make!  

Trumacar Nursery and Primary School, Best Practice award

Our project grew out of a need to improve pupil voice and ensure our children were happy in their school. Through a number of whole school,  high profile events, school councillors have embedded pupil voice across the school and children feel valued and that they are making a contribution to school development issues. We feel our children are happier in school as they know they can make a difference and are confident to make valid contributions through class councils. By increasing the profile of class councillors, the establishment of a School Council Message board, a School Council Webpage, the introuduction of class suggestion boxes and dedicated time within the timetable to discuss Council items we have developed a strong Pupil Power feel to our school. The focus on pupil voice has also had a direct and positive impact on improved class and playtime behaviour, attitudes to learning and pupil participation in whole school events. It has also enabled children to make their own chosen contributions to charities and community events.  

Posted: 18th May 2015 Setting Up and Running a Healthy Cookery Club : Adobe Acrobat file (78.2k)

Trumacar Nursery and Primary School, Good Practice award

I have set up and run a termly cookery club which enables children from Year 2 up to Year6 to use fresh food to follow recipes and prepare both sweet and savoury healthy dishes. The children are able to work independently or in small groups learning skills such as chopping, peeling, weighing etc. They work from a Lancashire Schools Healthy recipe book which they are able to keep so they can make the food again at home. At the end of each term's cookery club the children bring a family member to join in cooking all the recipes made at previous sessions which we all eat together at one big table. Both the children and the parents have told me about food that they have made at home. Walking through the dinner hall the other day a child excitedly showed me some flapjack that he had made in his lunchbox. One Mum was particularly pleased that her son was trying food that he would never have eaten before. Children are always keen to join the club and classteachers say how popular it is.

Posted: 16th Jan 2014 Little Me Cluster : Adobe Acrobat file (94.8k)

Rosegrove Nursery School, Basnett Street Nursery School, Rockwood Nursery School, Taywood Nursery School - Innovative Practice Award

  • The cluster formed a small working party of local Nursery Schools to look at how to address equalities and community cohesion with Nursery age children. With support from the EMA/GRT achievement service, they chose to use a simple figure 'Little Me' to support their work.
  • Each child made their own, self-representation 'Little Me' figure and used them in all areas of continuous provision within the different nurseries. They were used in transition and as a way of developing parental engagement through a home/school 'Little Me Adventure Book' or through discussions or conversations.

It was evident that through the use of 'Little Me', children's personal, social and emotional development was supported and communication between home and school was enhanced.

Peel Park Primary School - Best Practice Award

After producing our creative curriculum and carefully considering the skills our children would need to thrive in the 21st century workplace, it became apparent that our aim was to develop the local, national and global citizens of the future.

In September 2011, all members of staff revisited the vision and values of the school. Promoting respect and responsibility were highlighted as priorities.  Our mission statement already referred to "respect,… and responsible, well-mannered citizens." In order to embed these values and make them part of our school ethos, we decided to strive towards becoming a Rights Respecting School, working with UNICEF to teach children about their rights and the rights of others.

INSET sessions were used to raise awareness of the United Nations Convention on the Rights of the Child (UNCRC) and teachers then introduced the rights to the children.  Classroom and playground charters were drawn up by staff and children to outline the rights and the responsibilities of everyone involved. 

Lessons were introduced into the curriculum, teaching the children about the Charter and the difference between wants and needs. Since starting the award, we have seen a significant improvement in the way children relate to each other.

Children feel safe and happy in school and attendance has improved. Behaviour in classrooms is exemplary, resulting in active learning taking place amongst pupils who respect and support each other.

 

Longton Primary School - Best Practice

  • Our project began with a desire to ensure that our pupils had an effective voice and were happy in  school. 
  • Through a number of high impacting initiatives, our pupils have developed key life skills, a greater understanding of themselves and their abilities as learners and by working towards the Investors in Pupils award scheme have demonstrated a high standard of autonomy and impact on school life.
  • We feel that our children are more confident, responsible and involved, which in turn has created a positive and motivated learning environment.
  • Through a number of initiatives - such as targets, induction booklets, roles and responsibilities and class contributions - we have developed a 'family' feel to our classes.
  • With this focus on pupil voice, we feel we have seen a noticeable impact on classroom management, behaviour, pupil voice and learning and a significant impact on induction and pupil participation.
     
Posted: 10th Jun 2013 Wow Science : Adobe Acrobat file (80.1k)

St John's C of E Primary School-Great Harwood  - Best Practice Award

Three years ago we were a school in the category of Special Measures. In the subsequent years, the core subjects became a priority and the subject of Science took a dramatic turn for the better. We worked together as a team to raise standards in Science and bring Science to the forefront of our school. We have been incredibly successful, with OFSTED reports praising the work going on in Science. All of our teachers are fully aware of the expectations in Science and all teachers now perform Wow starters at the beginning of Science lessons, creating Awe, Wonder and Inspiration in the children. The level of challenge within lessons is much higher and lessons are delivered with skilful techniques. The level of good quality and outstanding teaching and learning has developed during the past year. We have also held after-school science clubs and celebrated Science Week for the past three years. We liaise with the local secondary school and we celebrate the talents of our gifted and talented children within the subject. Science week is now a prestigious event at our school and the Science curriculum and creatively within the subject is now embedded into our whole school culture.

Barrowford St Thomas' Church of  England Primary School (Good Practice Award)

Our self evaluation in 2008 raised the concern that our Mission Statement, which should be a focal point in our school, was not understood or used in everyday school life.

Our last inspection (Feb 2009) identified the need to highlight the Christian character of our school through display and establishing a focal point for prayer in each classroom. We felt that this done in isolation would not celebrate our distinctiveness nor give the children a deeper knowledge and understanding of the significance of our church school status.

Our starting point was to consult and then establish the Christian values our school community thought should be a focal point. Our Mission Statement was also reviewed and (following consultation) a new, easy to understand, statement was adopted.

Our Education Sunday service in February 2011 focused on sharing our work with the  congregation of St Thomas’ Church and parents and friends. 98% of children attended this Sunday morning worship with all having at least one adult to accompany them.

The impact in school has been to unite all stakeholders in understanding the Christian values that permeate the life of our school. This shared ethos ensures that our Values and Mission Statement are central to the life of our school.

Posted: 1st Jun 2012 Playing to Learn, Learning to Play: Play at Home : Adobe Acrobat file (95.8k)

Lancaster Childrens Centres (Firbank, Lune Park, Appletree) - Innovative Practice Award

Play to Learn ("PTL") is a home visiting scheme centred around play. Outreach staff received four days training to deliver play sessions and to coach parents/carers to acquire core play skills by modelling, inviting and reinforcing of existing skills. This promotes attachment, a positive attitude and disposition, speech, language and social skills thus laying the foundations for later learning.

Each participating centre has received a toolkit containing planned play sessions along with resources and books suitable for babies, toddlers and children. Plans are written in plain English to share with parents and picture prompt cards are also available for parents with limited literacy skills. As an alternative, PTL can take place in a children's centre, local park or wherever families feel comfortable.

Sessions are captured in pictorial and written form in a Learning Story Book and form a powerful record of parents and their children engaged in good practice.

 

Posted: 25th May 2012 The Hug Hub : Adobe Acrobat file (79.9k)

The Isaac Centre (Innovative Practice Award)

The Hug Hub (Helping yoU Grow- Helping yoU Believe) has been established to provide an early intervention strategy for students aged 11-14 years old. It supports mainstream schools in reducing exclusions.

The Hug Hub offers a practical curriculum to students two mornings a week during a six week period. Our focus is on team building, confidence building, anger management and gaining success from achievable activities. Students are encouraged to participate in a range of enrichment activities - Gardening, Team Building, Cookery, Arts and Crafts, DIY, P.E. and Healthy Eating and Why Try? These activities were chosen, initially, to encourage students to try different things and by working in small groups to take away the 'fear of failure', develop confidence and raise self-esteem.

The ethos of the Hug Hub is to help pupils believe in themselves and nurture their positive qualities.

Due to different issues they are experiencing, we feel keeping boys and girls separate allows pupils to able to be open in discussions during breakfast/Circle Time and the Why Try? sessions. Why Try? is a strength-based approach to help teenagers overcome their challenges and improve their outcomes.

The Hug Hub encompasses the Why Try? objectives to enable pupils to improve their behaviour, social and emotional skills.

Posted: 2nd Feb 2012 Developing stronger links and communication...... : Adobe Acrobat file (86.5k)

between school and parents to support and raise pupil achievement.

Ribby with Wrea CE Endowed Primary School - Good Practice Award

Communication and working in partnership with parents was highlighted as an area to develop when the newly appointed Headteacher came into post in September 2009. The school staffs were keen to address this and to involve parents in the teaching and learning of their children. It was vital to establish positive parental links to support the aims of the school and drive up academic achievement. This was achieved through developing parental workshops, courses, curriculum workshops, establishing new and improved communication techniques and listening and responding appropriately to parental views.

Parental support and communication has developed with positive feedback from parents and children who are showing improvement in their academic success as the school and parents work together to one goal – their children achieving the best they can. From this project the school has seen the success of positive communication and parents are more supportive of school activities, aware of the next step in their child's learning and able to support their children in achieving this.

Posted: 1st Feb 2012 Our Lancashire  - Heart and Home  : Adobe Acrobat file (83.7k)

 The Rose School - Innovative Practice Award

 

The Rose School is totally committed to providing pupils with opportunities to learn about their community – not only in a geographic/historical/social sense and in particular looking at innovative ways of skilling pupils using practical/hands on approach to learning.
After much planning and preparation (through a small grant) a local artist worked with all of our pupils on a project entitled 'Our Lancashire – Heart & Home' From an initial large group – a smaller group of pupils then linked in to a local high school and worked intensely with the artist – learning new art/craft skills (pottery, glazing, painting, use of specialist equipment, designing etc….).
This took place over a period of 6 months. The resulting piece of art work depicts areas/people/events which pupils felt depicted the community in which they live. Pupils learnt about communities, to work as a team, to support each other, new skills and even now continue to attend art/craft classes at the local school. Understanding and feeling proud of our community plus learning, achieving and enjoying are strong legacies of this project

Cottam Primary School - Good Practice Award.

Our Gardening Club has developed from a small after school club for junior children to today's extremely popular lunchtime club. It is run by one of our Governors and a parent. Our wider community has also been involved in many ways - e.g. donations of planks to make raised beds, Governors helping to build raised beds, donations from our local garden centres and DIY stores and a donation from the High Sherriff's fund.
Previously we have grown a variety of vegetables which the children took home at the end of the school year. This year we grew lettuce, tomatoes, beans, kale, blackcurrants, strawberries, raspberries and potatoes, which club members prepared and helped to cook. It became part of our menu for the day. Surplus produce was sold to parents and staff to re-invest. We also grew flowers which were planted in the Early Years playground and in planters at the main entrance school.
When the children are not able to work outside they do many things such as learn about the environment and annual planting times, make bird scarers, decorate and plant pots.
It is an extremely successful extra curricular club of which we are very proud

Posted: 31st Jan 2012 Supporting children and families in readiness... : Adobe Acrobat file (72.2k)

... for learning

New Longton All Saints' Church of England Primary School - Good Practice Award

Some children need additional pastoral support beyond that normally given by the class teacher. For example a child who has had bereavement in the family, a child who has low self-esteem or a child who is having a difficult time at home/ school.

In light of this we wanted to give the children the support they deserve. We trained two members of staff - one in the role of learning mentor and the other as parent support advisor.
 

.... and Raising Standards

Flakefleet Primary School (Good Practice Award)

Using ICT as a tool to improve learning and teaching, enhance communication, and develop the leadership and management to achieve an increase in standards and a school of which to be proud.

Posted: 3rd Jun 2011 Commitment and Development of Lunchtime ....  : Adobe Acrobat file (78.5k)

.... Supervision within the school community

Clifton Primary School (Good Practice Award)

The project developed out of the change of Lunchtime Welfare Supervision and the needs of the children. Playtime can be a source of tension and worry for some children. If children are unhappy at playtime they are unhappy at school. There was a need to:

  • create a happy and calm playtime
  • bring positive energy back into the school
  • encourage inclusive play
  • give support to welfare so they can support each other
  • improve the outside environment so adults and children can enjoy being there
  • empower the children to solve problems relating to playtimes
  • involve the whole school community including governors, teachers, teaching assistants, welfare, parents and children
  • work on the school development plan to include well structured, practical strategies for improving playtimes
  • assess how much funding was required to implement the plans.

The result of this ongoing project is the development of positivity of behaviour throughout lunchtime, engaging and inviting all pupils and staff, leading to a reduction in playground incidents and a stronger whole school community with a vast improvement of the outside facilities and equipment for all to use.

Posted: 3rd Jun 2011 Community Cohesion and Diversity : Adobe Acrobat file (83.9k)

Bretherton Endowed C.E. Primary School (Good Practice award)

Our project was to revise our existing curriculum to celebrate diversity and to develop our children’s knowledge and understanding about the lives of others, the wider world and the environment. An initial audit highlighted our current good practice and identified ways to enhance our provision even further. From the start we felt it essential to involve a wide range of our stakeholders and community in the process, in order to tailor the developments to our own school and also to bring learning to life, make it relevant and equip our children with an understanding of their world. We have explored the curriculum in different ways and the result has been a high level of pupil enjoyment and further improvement in attainment.

Clifton Primary School (Good Practice Award)

Over the last 3 years we have developed a more creative approach to teaching and have enhanced this with more opportunities for children to explore learning outside the classroom in all aspects of the curriculum to raise enjoyment and standards in all year groups and for all subjects.

Posted: 16th Feb 2011 Innovative effective use of local and school .... : Adobe Acrobat file (82.2k)

.... data to ensure Community Cohesion relevance and impact.

Balshaw Lane Community Primary School (Innovative Practice)

In September 2007 the government highlighted the need for schools to strengthen Community Cohesion (CoCo).  At Balshaw Lane we believe in meeting the needs of the whole child and as a high attaining school, we are continually looking for ways to improve our practice while recognising and maintaining the unique character of our school.  An advisor had supplied an audit tool for Community Cohesion which the CoCo leader completed and particular areas were identified.  However, on investigation of what CoCo actually represented, the CoCo leader realised the importance of the individual nature of the school community.  This means that an 'off the peg' solution for Community Cohesion would be inadequate and in order to be effective we would have to investigate the needs of our community as well as the needs of our pupils.
This required access to community data from a range of sources.  From that information an action plan with real impact for Balshaw Lane was to be built and delivered.  The project has resulted in increased parental involvement demonstrating to the children the value of their work, higher profile successful health education and a greater understanding of the needs of our pupils and how to meet them.

Reedley Real Life : Adobe Acrobat file (96.2k)

Reedley Primary School (Innovative Practice)

We wanted to give the children a 'real life' experience to assist their economic education and encourage their aspirations.

The main focus was to select and apply for a job, go to work for a day, get paid and organise finances just like we do in the real world! We wanted the children to understand why it was important to work for a living.

Monday – Job Application
Over 20 jobs were advertised. KS2 children applied for a job.

Tuesday – Interviews
Successful candidates attended a 'real' interview. Unsuccessful children had circle time to discuss feelings of rejection. They were then given the opportunity to sign up for night school – a chance to improve.

Wednesday – Work
Children went to work or night school!

Thursday – Pay Day
All workers received their wage. Night school attendees were given a grant and the rest collected a small amount from the government!

The children had to pay for everything - playtime cost 5 Reedley pounds! There were opportunities to spend money on luxury activities i.e. Cinema, Cyber Café.

Friday – Reflections
The children had time to reflect, celebrate and aspire by dressing up in 'career clothes'!

The project had a huge impact on children and staff alike. The children learnt so much about the world of work; it introduced them to new feelings and emotions and gave plenty of enjoyment.

.... of the children in our school.

Simonstone St. Peter's C.E Primary School (Best Practice)

  • The work focussed upon developing the spiritual development of our learners and the wider school community. This had previously been judged as 'good' in our previous Ofsted/SIAS inspections and we were keen to move from good to outstanding.
  • As a starting point we reviewed our RE, Worship, equal opportunities and behaviour policies and developed a community cohesion policy.
  • All the staff worked very hard to develop the school environment to enhance the spiritual development of the children (this aspect had previously been identified as underdeveloped). New approaches to collective worship were planned to provide thoughtful, reflective, enjoyable learning opportunities to meet the needs of the children in school. We also introduced a regular fortnightly 'Friday Family Worship' assembly which is very well attended by parents and carers.
  • As a school we had identified that the social and moral development of our pupils was good but that we needed to address the cultural development of the children. With the support from the advisor for diversity and cohesion we planned opportunities for this into our curriculum, enhanced resources around the school and achieved 'The Lancashire Race Equality Mark'.
  • The impact of our work is that we were judged to provide 'outstanding' spiritual development for our children (Ofsted May 2010). Visitors frequently comment on the warm friendly welcome they receive, our well behaved children and the strong distinctive Christian Character of the school.

.... at Kennington Primary School

Kennington Primary School (Good Practice)

As a staff we wanted to build upon the creativity in our school and celebrate the talent of our children. We felt that we would like to be involved in Lancashire's WOW week and wanted to involve the local community and invite them to share in our activities.
We held an Art Exhibition in our school hall and invited the parents to view the beautiful artwork produced .We also contacted the local library and displayed a small selection of our artwork there as well. Themes included 'Under the Sea' and Aboriginal Art. The following week we organised an Open Air Concert where each class performed a song/dance. This event also involved our local preschool children and a performance by our Street Dance Club led by a local dance teacher. The concert was held on the field with the parents invited to watch. The Year 6 class also produced their own version of A Midsummer Night's Dream which was performed to the school and local community.

... improve self-esteem and, ultimately, to raise standards (Innovative Practice)

Padiham St. Leonards C.E. Primary School

This was achieved by modifying the timetable and curriculum to introduce a Breakfast Club, aerobics at the beginning of the day, the ALPs approach to learning and teaching – including physical ‘Brain Breaks’ - and a healthy eating club at mid-morning break. Another key feature was the introduction of two hours of taught sport per week delivered by expert coaches alongside the class teacher. The children are now more ‘physically able’ to access the curriculum. Our children are healthier and fitter and sickness absenteeism has reduced. We have found that pupils are more confident in their approach to their own learning which has led to significant improvement in results. Most importantly, children enjoy coming to school and are enthusiastic about taking part in all physical activities, therefore preparing them for long term athletic development.

Aughton Christ Church C.E. School (Innovative Practice)

Our school has always tried to encourage children to be aware of other cultures and faiths. Children have been taken on visits to Hindu Temples, mosques, synagogues etc. but as a school in an all white affluent area of the County we realised that we were not giving our children opportunities to really understand the world in which we live. The children were not aware that there are many children who are much less fortunate than themselves and don't have the life chances that they have. The children became aware of this when one of our parents brought into school pictures of a school in Gambia; they were genuinely shocked as to the conditions in the school. We also realised that many of the children were very unaware of the multicultural society that we live in. We felt that although we are situated both close to Liverpool and Preston, our children were not aware of the diverse communities that exist in both of these cities. This all linked together with a link we established four years ago with the Pearl of Africa choir, which has now visited the school three times and somechildren have established links with children in the school in Uganda.

Posted: 7th Feb 2011 Establishing strong links with parents .... : Adobe Acrobat file (77.9k)

.... school and pupil progress in the Foundation Stage

Lordsgate Township C.E. Primary School (Innovative Practice)

Assessment in the Foundation Stage was an issue and we were keen not only to improve this but also to involve parents in their understanding of the process.  It was important to establish positive parental links to ensure all parents became involved in their child's progress and development in the Foundation Stage.  Effective communication was essential.  This was established by a 'Taking School Home' book.  Throughout the year both school and home developed strong positive links.  Feedback from parents was very good and enabled us to identify further developments.

Posted: 7th Feb 2011 Enhancing and enriching the lives of pupils .... : Adobe Acrobat file (86.1k)

.... staff and parents through sustaining the parent partnership

Lomeshaye Junior School (Good Practice)

• The school has had a history of good parental involvement and wanted to not only identify our strengths but seek areas of improvement. The school used Leading Parent Partnership Award as a tool for this. By consulting with parents, community and other stakeholders, we wanted to evaluate the extent to which they felt communication between them and school was valued, and take appropriate action where necessary.
• This has led to significant improvements (e.g. bilingual staff every morning in the office and more privacy to discuss sensitive issues) - responding to specific issues raised by parents. Parents are more willing to take an active role in, for example fundraising, in response to increased encouragement from school. Parents have also become more involved in the classroom - e.g. giving a cookery demonstration to Year 4 pupils as part of creative curriculum topic.
• The LPPA consists of a self evaluation process beginning with an audit, this leads to an action plan to give a framework for the school to facilitate this improvement. The school needed to meet 10 objectives to achieve the award.  The partnership has led to a deeper and closer relationship between home and school which has in turn impacted on school improvement

Posted: 23rd Jun 2010 Raising self esteem and developing an interest ... : Adobe Acrobat file (76.3k)

... in reading through use of Buddy Reading

CHIP Cluster Group (Innovative Practice)

Sacred Heart Catholic Primary School

Several children appeared to be making less than expected progress in reading. Talking with groups of children revealed that boys in particular did not perceive reading to be a pleasurable activity. Reading engagement was prioritised on the SIP. In response to this concern, we set out to find alternative in-school opportunities for students to read and discuss literature for pleasure. We reviewed literature on students' motivation to read. From this review, we determined two factors that appear to contribute to voluntary reading: self-selection of material and a partner with whom to read. We believed that both KS1 and KS2 learners would enjoy the experience of selecting books and reading together for pleasure.

Consequently, we designed a 'book buddy' programme to provide opportunities for all participants to read without requiring any other kind of assignment that might be construed as extra work.


We believe that we achieved our goal of fostering a love for reading whilst raising the self-esteem of some learners. The success of our buddy reading programme was also evident in both the data recorded and learners' reactions. All teachers reported that confidence improved, and learners with low self-esteem particularly seemed to improve.

Posted: 28th May 2010 The School's Ethos, Commitment and Partnership... : Adobe Acrobat file (81.7k)

... with Parents through a High Quality Website

Clifton Primary (Best Practice)

The development and use of a high quality school website to reinvigorate parent
partnership with the school and with their child's education in order to raise
standards across the school.

Posted: 2nd Jun 2010 Developing an eco-aware school : Adobe Acrobat file (73.4k)

St. Saviour's Community Primary School (Innovative Practice)

The eco team included school staff, children, parents, grandparents, local community project workers and local wildlife conservation groups.
The initial decisions were taken by the children in school council meetings. The two main priorities for school were to develop awareness of environmental issues and to improve the appearance of our school grounds.  Our school is situated on a reclaimed brown field site.  Although there is very little soil (old mill machinery is just below the surface) we wanted to make full use of the land available by planting vegetables as well as ornamental plants.
Regular meetings of the eco council led to a range of activities being suggested by the children including litter collection, a new lighting system in the toilets (new lights only come on when movement is detected and switches off after a given period of time), new push taps to reduce the amount of water wasted when the children are washing their hands, a compost bin to recycle our fruit remnants and peel.  The composting also incorporated school meal waste.
We have appointed an Eco-Governor who attends meetings and is regularly updated on progress.
Golden time activities also supported this project, producing garden decorations and providing labour for digging the gardens over.
We have carried out a mass bulb planting and have plans for a cookery club which will utilise the fruits of our labours and support our healthy eating principles!

... in modern foreign languages in primary schools

Clitheroe Royal Grammar School (Best Practice)

Raising awareness of language and culture and providing students with the opportunity to research appropriate resources, prepare teaching materials and disseminate these to primary pupils.

Foulridge St. Michael and All Angels C.E. Primary (Good Practice)

  • The project focussed upon establishing a whole school ethos which was underpinned by Christian values.
  • The first part of the project involved all staff and pupils in developing an agreed policy and approach to 'Behaviour Management' to create a common understanding of attitudes, values and expectations.
  •  A well structured teaching programme for PSHE was successfully introduced
  •  throughout the school to improve pupils' confidence, self-esteem, aspirations and motivation.
  •  A new focus for delivering the RE curriculum through 'active learning' was implemented to ensure pupil engagement and meaningful learning.
  •  New approaches to Collective Worship were planned to provide enjoyable and relevant learning experiences to meet the needs of the spiritual development of both staff and pupils.
  •  This project has impacted greatly upon the ethos of the school. This is regularity 
     commented favourably upon by visitors. It has helped to create a strong sense of
    'Common purpose' and identity for the school. Pupil attitudes and behaviour have improved significantly and they can clearly articulate their experiences and understanding about faith.
Posted: 2nd Jun 2010 Strengthening Parental Partnerships : Adobe Acrobat file (78.4k)

Woodlea Junior School (Best Practice)

Starting from a very low baseline, the need to strengthen partnerships at Woodlea was recognised. Firstly, an ethos of openness had to be developed and this was aided by newly agreed core values. An open door policy and the creation of a vision for parental partnerships provided the foundations for the building of collaborative work. A focus on high aspirations for all, belief in potential to achieve, development of a mutual understanding and the promotion of a cohesive community in which differences were respected and understood helped to create a resilient home school partnership.
As a result, effective communication was established in which pupils, parents and staff were well informed about progression, achievements and other school activities. The process involved a reflective and analytical response and a genuine desire to better the outcome for pupils.

Posted: 2nd Jun 2010 Sign Language Skills Across The Curriculum : Adobe Acrobat file (80.3k)

Clifton Primary School (Good Practice)

Having hearing impaired pupils at school who use Sign Language as a form of communication made us realise the need to provide them, staff and other children with the tools and wherewithal to communicate more effectively as part of our overall inclusion.
We felt it was essential to develop and teach the children and staff basic Sign Language skills which could be used throughout the curriculum as well as to aid in communication with hearing impaired pupils.
Following staff training, we held a special Hearing Impaired Awareness day and, working with the British Deaf Association (BDA), a "Learn to Sign Week".  This prompted a huge interest from children and our Pupil Signing Clubs started.
Following the success of these Clubs we have continued to teach the children Sign Language through School Performances and Collective Worship and share this with parents and other members of the school community.
Many children of all abilities can access Sign Language and we have shown that this can also benefit them socially, emotionally and behaviourally. It also helps with co-ordination and gross and fine motor skills and has supported our Motor Skills Development Programme.

Posted: 5th Feb 2010 Smoking Cessations at Wennington Hall School : Adobe Acrobat file (84.9k)
Wennington Hall School (Innovative Practice)

Wennington Hall is a BSED school for boys aged 11 - 16 years. We established a smoking cessations project in September 2008 involving any pupil or staff member who expressed a wish to stop smoking: importantly it was made clear to both the pupils and the staff the responsibility was theirs. The group has grown substantially from a small number of participants to currently 22 pupils and 2 staff on roll. We meet every break time during the school day to offer support and encouragement to each other. We have a hut in the school grounds named Ash Lodge, where participants can meet to talk, play games, have a drink and involve one another in their attempts to quit. We work closely with other agencies including the local doctor’s surgery, ASH, GASP, Morecambe Football Club and NHS Smoke free.
In the summer term 09 over a third of the year 11 pupils registered with their localsmoking cessations team after leaving school.
This innovative project involves pupils, parents/carers, individual support networks,school staff and outside agencies. It connects the academic curriculum with both local and national priorities, promoting positive emotional and physical health for allmembers of the school community.

....A whole school approach.

Rhyddings Business and Enterprise School (Innovative Practice)

As the next stage in Rhyddings journey towards becoming an outstanding school the Leadership Team wanted to galvanise the energy and expertise of our staff  in further developing our shared vision of the school's future, thinking outside the box and utilising the SSAT model of  Nine Gateways to Personalised Learning. This innovative process encouraged staff leadership and creativity and empowered them to engage fully in whole school development.  Following preparation via meetings, staff were invited to join a Gateway group of their choice. Groups nominated their own leader and the school's Leadership team took a back seat allowing ideas to develop.

Groups focussed  on  Nine Gateways, and met over a period of six months during which time they researched, visited other establishments and periodically updated SLT and the whole staff.  Groups are still meeting and feeding in to the school development process, testing and formalising their ideas through further presentation to whole staff, subject leaders and SLT.  Group foci are :-

  • Assessment for Learning
  • Learn to Learn
  • Student Voice
  • Design and organisation
  • Workforce reform
  • Mentoring and coaching
  • New Technologies
  • Advice and guidance
  • Curriculum

This empowering process has impacted significantly on staff professional development in terms of understanding and contributing to whole school development and is beginning to impact positively on student enjoyment, achievement and attainment.

Posted: 5th Feb 2010 Partnership working : Adobe Acrobat file (87.7k)

Lancaster Road Primary School (Innovative Practice)

The partnership with LUVU (Lancaster University Volunteering Unit) and in particular the Voltage project was an innovative and creative vehicle for developing the enterprise skills of our pupils in an ethical manner.  The aim of the business had to be based in helping the community.

The children developed ‘Lanky’s Litter Squad’ which looked at recycling and improving the environment and ‘Help the Homeless’ that looked to raise money for homeless charities, both locally and in the Dominican Republic.

Running alongside the Voltage Project, we launched Lancaster Road United, an anti-drugs programme that raises children’s aspirations by helping them to focus on a future where they maximise their talents, skills and passions.

The programme was devised and delivered by the School Council who expressed concerns about the consequences of drug taking within their community. Rather then focus on the negative aspects of drug abuse the children wished to highlight positive role models like being a footballer, dancer or fireman; all professions incompatible with drug taking.

Both programmes have become annual fixtures in the school calendar and complement both our ongoing drug education and economic awareness work.  They have also inspired children to raise money for other charities through various events.

....programme in order to raise achievement.

Burscough Village Primary School (Best Practice)

The school committed to the Leading Parent Partnership programme in January 2008 to strengthen existing practice and identify areas for development, which would ultimately impact on improvement and raise achievement.

The programme supported the school's commitment to working with parents, staff, governors, pupils and outside agencies to develop a sustainable parent partnership.
It identified opportunities for improved communication between home and school and encouraged the school to consider deeper consultative strategies in order that home and school could engage further with all stakeholders.

As a result there has been an improvement in the level of engagement between the 'hard to reach' parents; involvement of parents in their child's transition to secondary school and engagement in adult and family learning.

The project has increased opportunities for parents and children to learn together and promoted worthwhile engagement of parents supporting their children's learning. It has involved parents/ carers more in the life of the school and supported adult learning and their employment.

More families have expressed a desire to support the school through involvement in community projects, helping in the classroom or being interested in how they can support their child at home.

Overall the joint experience has led to a greater understanding between home and school, enhanced parent/school relationships and extended communication, which has inevitably impacted on school improvement. 

Posted: 5th Feb 2010 School Team Development : Adobe Acrobat file (79.7k)

Ribbleton Avenue Infant School (Best Practice)

  • Staff felt the mission statement no longer reflected the work of the school and the increasing emphasis on creativity in the curriculum, specifically the work to support the whole child via inter-agency working, supportive work in class and groups
  • We therefore set several milestones in place that together created the emphasis on nurture alongside academic achievement that school has today.
  • Introduction of the Well-Being project to develop cohesion in teams and the larger school team.  This included the dedication of an INSET day to staff well-being and the completion of the questionnaire to provide feedback as the years progressed. 
  • A 'Thorns and Roses' INSET to look at the current practice and policy with the whole school community and identify things that need to change and that we do well.  This was led by the SLT.  The staff felt listened to and valued.  This created a focus for the next phase of development.
  • A review of the school mission statement to reflect our renewed vision and direction.  Updating the view ready for the next millennium.
  • Outstanding OFSTED that commented on "good, ambitious and knowledgeable leadership and management that put the diverse needs of the children first...As a result, children have a good grounding in the academic and social skills needed to do well later in life."
Parbold Douglas C.E. Primary School (Good Practice Award)

We established a project which involved all the children in Y5 and Y6 (62 in total) forming into companies that would be responsible for designing, marketing and selling a product at the village Christmas fair. The children formed six companies that had a working capital of £30 to produce and market there product. They elected a chief executive 'big cheese' for each company then met weekly to design and make their product and develop a marketing strategy. The children then operated a stall at the Community Christmas fair held in the village hall and worked shifts to sell their products. It was a huge success, the children were extremely motivated and self reliant, the project was praised by both out School Improvement Partner who advised us to apply for this award and also our recent outstanding Ofsted judgement. The inspectors were extremely impressed by the knowledge and skills of the big cheeses. We feel this project represents the essence of the Every Child Matters agenda, particularly, the make a positive contribution, achieve economic well being and pupil voice aspects. Without doubt all the children involved gained a great deal from the project.
Posted: 4th Jun 2009 Lunch-time Play Leaders : Adobe Acrobat file (77.7k)

Brookside Primary School (Good Practice Award)

 The project was developed from the results of the PESSCL Survey 2005/06. The survey revealed  that the Early Years 1 pupils were not able to access the required 2 hours P.E.
Working in partnership with the SSCo at the Clitheroe Royal Grammar School, 10 Class 6 pupils attend a Play Leaders Course, in which they learn how to: organise a group, demonstrate an activity, give clear instructions, smile and encourage and most importantly have fun! Lunchtime organisers are still responsible for procedures at lunchtime, but now in addition, our trained Class 6 Play Leaders organise activities and supervise Reception.
The Play Leaders work in pairs with a group of no more than 6 children, and focus on including children in a variety of outside activities on a daily basis, such as 'Catch a Thief', 'Sneak', 'Catch   Me If You Can' 'Statues'.
The key aspects of this project are that Reception pupils are now receiving 2 hours quality P.E. and the lunch time activities are child-led.  These activities are now recorded on the annual PESSCL survey.
An immediate impact was that the social interaction between the older and younger children has vastly improved. The children show a greater appreciation of the outside area and can use it more effectively. Also, there has been a reduction in behaviour incidents.

....Pro-active Part of the School Community

Clifton Primary School (Best Practice Award)

  • The main intention of the project was to make our School Council an integral and valued part of the school community and to give them more independence in decision making processes. We wanted them to be a real voice for the children in the school, to represent their wishes and carry through any suggestions raised, and also to suggest ideas themselves.
  • In the last three years, the School Council has evolved in such a way that the Year 6 children now lead the meetings, discussing the points raised confidently. Each representative knows their particular role within the group and can carry out these roles confidently, ensuring that the council runs smoothly. They present their ideas to the full governing body on a termly basis and have organised and run charity days during this time. They have raised funds for projects by running stalls at the school fairs. In response to the schools commitment to promoting a healthy lifestyle, the School Council also run a weekly healthy tuck shop.
  • The School Council now have their own webpage on the school website where they can share their work with the wider community, and where members of the community can also contact them.
Posted: 4th Jun 2009 Healthy Heroes Project : Adobe Acrobat file (78.6k)

Bacup St Saviour's Community Primary School (Good Practice Award)

To raise awareness in the school community of the benefits of eating healthily and developing physical fitness, the school decided to participate in the 'Healthy Heroes' initiative.  After meeting a Healthy Schools teacher-adviser, the project was incorporated across the curriculum.  Following a successful 'Healthy Week' in the autumn term, this was carried out through:

  • Completion of weekly Healthy Eating and Physical activities, initiated in school, that were continued by the pupils with their families
  • Establishing a Salad Bar as part of School Meals, served to the children by the older pupils
  • Beginning a Breakfast Club
  • Making and eating healthy snacks in 'Golden Time', supervised by school staff and parents
  • Participation in a Healthy Eating poster competition
  • 'Golden Time' football and cricket
  • Whole-school aerobic sessions delivered by qualified fitness instructor parent
  • After-school judo and netball courses and;
  • Cheer-leading sessions led by local gym staff.
Posted: 4th Jun 2009 Work towards the ISA as a framework to ....  : Adobe Acrobat file (98k)

....embed a global dimension throughout the school

St Francis of Assisi Catholic Primary School (Good Practice Award)

Our Mission Statement says ‘We aim to show empathy and understanding of environmental and global issues’.  Our primary aim at the planning stage was to help our children gain an understanding of global and development issues.  We used the International School Award as a framework within which to achieve curriculum goals whilst developing an international partnership by:

  • Embedding an international ethos throughout the school
  • Ensuring all children and staff within the school impacted by and involved in international work
  • Involving the wider community, promoting community cohesion
  • Raising the profile of global issues as seen in daily media reports, and helping our children understand them at an age–appropriate level.

Through a series of global events/activities involving the whole school throughout the year, we were successful in gaining the International School Award.
The work towards the ISA has incorporated all eight of the global dimension themes into our curriculum map.  This has enabled the children towards a developing understanding of living in a globalised world.

The hugely enjoyable year culminated in an award ceremony in London where St Francis of Assisi received the award ‘for outstanding development of the international dimension in the curriculum’.  Our global work will now continue to thrive.  We intend to further develop our curriculum work by combining global, eco and sustainable schools.

Posted: 6th Feb 2009 To show the impacts of Learning Outside ...  : Adobe Acrobat file (96k)

...the Classroom on the teaching and learning within school.

Lytham Hall Park Primary school (Good Practice)

We have looked at the impacts of 'Learning Outside the Classroom' on the teaching and learning of all children in school. We made the most of opportunities to use resources  from the world outside to enhance the children's understanding of the curriculum, making it more meaningful and relevent to children within school.

Posted: 6th Feb 2009 Playground Partnerships : Adobe Acrobat file (78.7k)

Edisford Primary School (Good Practice)

This project was developed from our pupil survey conducted Spring Term 2007. The biggest concern for pupils was lunchtime. Pupils were bored and unhappy, leading to behaviour problems.


The school council collected ideas and visited other schools. The school committed to the idea by employing three playleaders with specific roles to develop play at lunchtimes. Lunchtime organisers are still responsible for procedures at lunchtime and in addition Year 6 lunchtime buddies were appointed and trained to help and supervise Reception and Year 1.


The playleaders focus on including children in a variety of activities on a daily basis. Inside activities include use of computer suite, chill out/music zone, DVD zone, games/construction room, playdough, team games - e.g. bench ball. Outside activities include building dens, welly walk/play, use of musical instruments, art activities. Tennis, Hockey, skateboarding, inline skating and more traditional sporting activities.


A key aspect of this project is that it is child led. Children are regularly consulted and their suggestions are added to the planning.
An immediate impact was the reduction of behaviour incidents. The children show a greater appreciation of the outside area and can use it more effectively. Social interaction between older and younger children has vastly improved. The Pupil Survey in February 2008 rated lunchtimes as one of their favourite things about school.

Posted: 6th Feb 2009 Developing and eco-aware school : Adobe Acrobat file (102.1k)

Coppull St John's C.E. Primary School (Good Practice)

The scheme has developed over the years. We started re-cycling ink cartridges and then paper and batteries, encouraged the community to save energy with energy saving bulbs through village in a partnership scheme, recycled clothing and card through funds4school. We have also always taken advantage of the woodland trust free hedgerows and trees and for the last few years we have developed our school grounds with these free goods. Last year we decided we would like to develop our skills as gardeners.
We have always had extra-curricular clubs focusing on our environment and we decided we wanted to take this further by developing some of our land and making a small allotment to grow vegetables and edible flowers.
We also wanted to enlist the help of the wider community and initially the project was started by a member of the PCC. This role was then taken over by a grandparent and they, with the help of some other parents, have worked with the children to grow our own produce. The produce has been sold to the parents and given to the church for harvest. We want to grow sufficient quantities so we can provide additional food for the kitchen. We also used some of our golden time so that the children could work alongside the grandparents and parents.

Cathedral Catholic Primary School (Good Practice)

As MFL is to be offered in all primary schools across Key Stage 2 by 2010, we wanted to ensure that we would have the skills and resources to meet this target. Our partner secondary school had funding for a specialist MFL teacher to work with teachers in our school to deliver French once a week throughout an academic year. This resource was used to provide professional development for staff and learning partnerships were established.

We started in upper Key Stage 2, where the class teachers now have the confidence to plan and deliver French each week. The specialist teacher now provides support for teachers in years 3 and 4, working alternate weeks with each teacher so that the class teacher can then consolidate and practice the new learning the following week and so build up her own subject knowledge and confidence. 


The school also provided funding for a specialist French teacher to deliver an after school club for pupils in years 2, 3 and 4. Overall this work has had a great impact in developing teacher confidence and the necessary skills to deliver French and in all classes across Key Stage 2, teachers are able to offer French as part of the curriculum.

...successful school council

Cathedral Catholic Primary School (Good Practice)

We believe it is important that pupils in our school feel that their ideas and opinions are listened to and valued so we decided to establish a school council with two pupil-elected representatives from each class.

At first, the role of the school council was to gather ideas and views from children across school on whole school issues and provide feedback to staff. This enabled pupils to be involved in helping to decide on a new school uniform and playground markings.

The role of the school council was then developed further so that they had opportunities to develop leadership skills. They now organise playtime games and fundraising events.
 
We are pleased with the impact the school council makes across school in enabling all pupils to have their say in whole school changes and ensuring that responsibility and leadership is not restricted only to pupils in year 6.

Posted: 6th Feb 2009 To extend opportunities for learning ... : Adobe Acrobat file (108.3k)

...through the use of a virtual learning environment

Cockerham Parochial CE Primary School (Innovative Practice)

A virtual learning environment has been implemented and developed to raise standards though extending opportunities for learning within and outside the school. This is in line with the school's ethos to pro-actively explore the potential of emerging technologies and is ahead of the requirements of Harnessing Technology, Next Generation Learning and in preparation for online reporting in 2010.  It is also in line with current thinking on the creative curriculum, meets recommendations of Every Child Matters and supports personalised learning.

Posted: 5th Feb 2009 The international "Peace" Project : Adobe Acrobat file (104.4k)

Moor End C.P. School (Innovative Practice)

At Moor End Community Primary School we have been seeking to develop links with the community and the wider world. Following a trip to Canada by the Headteacher last year, where links were established between our school and Goodfellows Public School in Barrie near Toronto, we recognised an opportunity for Y6 work across the continents using a virtual classroom environment. Another school in Sierra Leonne was also involved.The book "A Little Peace" was used as a starting point for discussion and development of the childrens ideas and images of peace. Using Moor End's constantly improving ICT resources and expertise, we planned to use the project to develop many curricular areas too. As the project had a book as a starting point the links with literacy, speaking and listening, reading and developing writing were strong. The project also involved geography ie the expansion of the children's knowledge of other cultures and aspects of PSHE ie the peace theme. We used the ‘Taking it Global’ web site and the safe, password protected environment enabled the children to upload photos and captions based on the theme of ‘peace’ around us. The ICT club proved very popular with children queuing up to join. The results are shared images and written work about concepts of peace between Goodfellows and Moor End via the virtual classroom. The project is ongoing as the possibilities of video making and online chats are planned. This project is an example of community cohesion.

Little Digmoor Primary School (Best Practice)

In September 2005 pupil attainment was well below National and Local Levels and at some point the school had slipped into 'Serious Educational Weakness'. There were many more children on the SEN register than LA or NA. The responsibility for SATs results appeared to rest on the shoulders of the Y2 and Y6 teachers with progress plateauing in other year groups. Teaching assistants were all L1 and simply supporting groups rather than taking personal responsibility for pupil progress. There was no evidence of performance management or subject leadership which would raise standards. Planning was not submitted for audit by the HT.The new Headteacher had an opportunity to raise the stakes by changing the culture to one of personal responsibility for pupil progress. Result - improved accountability= Improved Value Added.

Posted: 2nd Jun 2008 Peer Massage in Schools : Adobe Acrobat file (74.6k)

Burnley Ightenhill Primary School

  • Peer massage in schools allows children to experience positive, nurturing touch on a daily basis and improves the quality of life in school.
  • The massage in schools programme is a short 7 minute massage routine; when done daily it helps to build up emotional resilience, produce a 'feel good' factor and enables children to pay attention to one another and respond in a positive way.
  • The programme enables children to feel safe, secure and valued. It improves behaviour by calming children down and enables positive decision making and calming strategies, it has strong links with the school's work on SEALs.
  • In a recent questionnaire one child when asked about peer massage said' It gives us a chance to calm down, we enjoy feeling relaxed!'
Posted: 2nd Jun 2008 An Eco- Creative Approach to Broadening ... : Adobe Acrobat file (82.4k)

... and enhancing the curriculum.

Clifton Primary School

  • Our project focussed on two priorities - raising standards and attitudes of pupils and the development of a better understanding of the positive effect everyone can have on the environment.
  • All stakeholders have been involved with this project but it has been led by the children under the direction of a Teaching Assistant.
  • The project started out looking at the outside environment and the redevelopment of playground areas, leading to our discovering the need for further, more extensive work on the whole outside environment. This really enthused the children, parents,
    governors and staff to make a firm commitment to the environment; looking after it and developing it further.
  • All children and staff are involved in the upkeep of the school grounds as part of the ongoing Creative Curriculum and we are now working closely with other Community Groups to develop practical projects beyond the school's boundary.
  • Our recycling initiatives have raised awareness throughout the community and the school is continually looking at further ways in which we can 'Save the Planet'.
  • This project has led to raised standards, not only in positive attitude, but also in the curriculum, through a better, more frequent use of the 'outside classroom'.
Posted: 28th Feb 2007 Well-Being Sessions with Year 6 : Adobe Acrobat file (67.6k)

Walter Street Community Primary School

We introduced a series of 6 Well Being sessions with Year 6 children during the 5 weeks prior to the End of Key Stage 2 tests. Our aim was to prepare the children emotionally for the test experience and to provide them with techniques to support their revision. We adapted NLP (Neuro Linguistic Programming) techniques to make them child friendly. The children responded very positively to the Well Being sessions, they used the techniques successfully to manage pre-test confidence levels and to help them revise more effectively both at home and at school. Year 6 class teachers felt that the children were better emotionally prepared for SATs Week, particularly individuals who were less confident. Following the SATs Week the children provided enthusiastic feedback about the Well Being sessions, they strongly felt that the sessions should be repeated and suggested constructive improvements for repeating the sessions with the new Year 6 cohort.

Heasandford Primary School (Innovative Practice Award)

Heasandford Primary School

Ten schools in Burnley and five schools in Nelson have developed a partnership with the Primary Care Trust (PCT) to employ three dedicated school nurses, each to work closely with five of the schools. This means the school nurses have access to both medical and educational records and work to enhance the life of the thousands of children in the fifteen schools.
The 'Be healthy' aspect of the 'Every Child Matters' agenda is enhanced through the project. Attendance has improved across the schools, with medical absences being dramatically reduced. There is a much closer multi-agency relationship between the medical profession and the education profession.

...of the Burnley Special Schools

Having received the outcomes of the consultation regarding the re-organisation of the Burnley Special Schools we felt it necessary to raise awareness of the impending changes. In order that the re-organisation went as smoothly as possible it was necessary to involve and gain the views of all stakeholders throughout the period of significant change. As each of the 3 existing schools had their own individual identity, ethos and culture it was a priority that all stakeholders supported the re-organsiation and that the new schools created were viewed as distinct and individual schools with a unique purpose and designation. 

The first action was to create a temporary governing body with staff, parent and governor representatives from the 3 existing special schools who agreed that the decisions made regarding the transitional arrangements and establishment should be shared with and reflect the views of all stakeholders, pupils, parents, staff and governors.

A range of collaborative approaches were used throughout the re-organisation and in the first year of the Ridgewood Community High School. This involved organising a voting day for pupils, parents, governors and staff to decide the name and uniform of the school, establishing a pupil council who made decisions regarding the culture and ethos of the school. The views of all stakeholders were obtained through questionnaires, drop-in sessions, open afternoons and these are reflected in the school development and improvement plan.

Posted: 28th Feb 2007 Enhancing Pupil Application... : Adobe Acrobat file (57.3k)

...  and confidence through an Effective System of Praise, Performance Opportunities and Display

Halsall St. Cuthberts CE Primary School

 

Posted: 22nd Feb 2007 Excellence and Enjoyment 'Walking on Sunshine' : Adobe Acrobat file (64.2k)

St. Mary's CE Primary School, Eccleston

Arts week provided our children with a broad and balanced curriculum, to explore and enjoy the freedom of creativity that this approach facilitated. The children are proud of their created work and can remember with great clarity what they have learned through the projects. The whole school created a "Walking on Sunshine”, textile design banner, for the hall and an "Every Child Matters" tile design for our entrance hall. Key Stage 1 designed and painted "Sea-creature" murals for our outdoor play area.  Parents, Grandparents, teachers, pupils and members of the local community were involved in contributing to these projects. We are also piloting the wider opportunities programme for Lancashire, as part of the Government Music manifesto. Year 4 treated us to a performance in a special assembly.  During the week, our infants performed a "Jungle" themed dance, under the tuition of a local Dance Academy. "Vital Connections," soothed and calmed us with their relaxation exercises and Runshaw College students performed "Robin Hood" and excited the juniors by using stage make-up on Key-stage 2 children, transforming them into wounded soldiers! A celebration assembly and a portfolio of work is a lovely reminder of our exciting week!

Posted: 1st Mar 2007 School Lunches - a continuing Success Story : Adobe Acrobat file (55.6k)

Rufford C.E. Primary School

Rufford C E School prides itself on its school lunches, the success of which is down to the School Catering Manager, Mrs C Chadwick, and her team.

Since 1996, Mrs Chadwick has revolutionised the management and provision of school lunches so that, currently, 70% of children have a lunch which is prepared and cooked on site.

Mrs Chadwick ensures that the environment is clean and attractive, with menus displayed and tablecloths provided. The choice of food is healthy and inviting, from multi-cultural meals to British classics, supported by a wide range of salads, vegetables, desserts and fruit. Children are encouraged to try new tastes and are rewarded with certificates and motivational stickers when they have been more daring with their choices, or finished their meals if they are normally more reticent.

For educational visits, the catering manager provides healthy school packed lunches, with fruit, sandwiches, cheese, a drink and a treat. All the food is individually packaged and labelled with each child's name and includes a paper serviette. Such attention to detail is indicative of the care with which the catering team works.

Such dedication and hard work has ensured that our school lunches are a continuing success story.

Posted: 7th Aug 2008 Healthy Eating : Adobe Acrobat file (110k)

St Stephen's C of E Primary, Preston (Good Practice Award)

In 2004, St Stephen's CE Primary School community was concerned about the food that was being provided for the children in the school day.  In July an action plan was produced with the help of the Healthy Schools Advisor to improve the quality of food being provided to the children.  The following initiatives were implemented:

  • The school cook was involved in planning healthier meal
  • A Healthy Schools Policy was written
  • Healthy Breakfast Scheme began
  • Healthy Lunchboxes were highlighted
  • Healthy Food Week was undertaken.

The good practice that went on was identified and accredited by the Healthy Schools Team and recognised by the Learning Excellence Awards.

The Healthy Food Week included singing about Healthy Food, toast being given to children, exotic fruit tuckshop, healthy food science lessons and drawing and competitions about healthy food.
Posted: 20th Jul 2006 Schools Inclusion and Work Placements : Adobe Acrobat file (123.8k)

Elms School (Best Practice Award)

Raising self esteem and achievement through a comprehensive and tailored schools inclusion link programme and creating an inclusive environment in the FE dept 16 -19 through a progressive and comprehensive work placement link programme.

Our success criterion was to clearly demonstrate that pupils’ self esteem and achievement is raised as a result of our schools/workplace link programme. The expansion of our link programme is preparing staff and pupils for SEN review currently planned for September 2008. This enriched programme has allowed pupils to develop communication, raise self awareness, raise self esteem, to realise that they have a voice and a place in the community, to increase friendship groups, to play or work alongside others who can model learning and enhance development. We used a number of indicators:- Accreditation, Pivats, annual review comments, IEP targets, home school diaries, Progress Files and Person Centred Planning information, end of term awards and parental input.

Posted: 9th Apr 2008 Respite Play Suport Sessions : Adobe Acrobat file (99.4k)

Bacup and Stacksteads Sure Start and Children's Centre

The provision of a Health Respite Play support service to support the engagement of hard-to-reach families. Based on family need, referrals are made from Health Visitors, Midwives and Family Support Workers working in partnership with this Children’s Centre.

(Innovative Practice Award)

St. John's Primary School, Poulton

In response to the ideals of ‘Every Child Matters,’ we decided to embark on a new scheme to encourage pupils to take an active role in the promotion of healthy lunches. Year 4 pupils received specialist training from LCC catering services in order to gain a recognised ‘Basic food hygiene certificate’. All the children passed the multiple choice test paper with flying colours and are now qualified to serve freshly prepared fruit and salad from a salad bar on a daily basis. They chose special chef uniforms and clearly enjoy their new and responsible role within the school community. Pupils serving and encouraging other pupils to eat healthily, has been a potent influence on eating habits. The servers are making a positive contribution to school life while gaining valuable life skills. Who knows - we may have inspired the next Jamie Oliver!

Click the project titles to download the full case study.

 

... through the creation of a 'can do' culture throughout the school (Good Practice Award)

Padiham St. Leonards C.E. Primary School

The aim of the practice was to introduce a ‘have a go’ learning culture within the school to enable pupils to take risks in their learning in a supportive and encouraging environment. Constant reflection and self-evaluation of our practice has been a key feature so that continuous improvement and developments in practice are made to enable all staff to better meet the needs of children. Pupils are now far more confident in their approach to their own learning. There have been significant improvement in results – most improved school in Lancashire from 2000-2003 and 35th most improved school in the country over the same period. Most importantly, children enjoy coming to school.

St. Peter and St. Paul’s R.C. Primary School (Good Practice Award)

Based on pupil data it was identified that the Y5 cohort were under achieving. It was a small cohort with 75% boys and 25% girls. They needed to be inspired and motivated to learn. Instead of doing the ‘Booster’ sessions we introduced the concept of a ‘Masterclass’ i.e. they would be learning from a variety of sources and people. Each Masterclass was a learning experience with demonstrations, examples, questions and ‘having a go’ - some school based, some out of school. Staff from local High Schools were also involved in delivering aspects of the programme. The cohort went on to achieve 100% in Maths, English, and Science – considerably above predicted levels - and gained dramatically in self-esteem. High Schools report the group have settled in well. The children really enjoyed the programme and said it had helped them considerably because they had done things not just filled in past papers. The present Year 6 cohort asked ‘When can we do Masterclass?’

Sacred Heart Catholic Primary School (Innovative Practice)

Significant contributions to achieving this aim involved timetabling discrete sessions for different Key Stages, providing appropriate play equipment for both indoor and outdoor use, training children as playground ‘helpers’ and establishing effective and consistently applied reward systems for positive behaviour. Arguably the most important idea was the use of well trained SSAs who are known to the children as they work with them in class. The impact on the quality of learning in the afternoon has been considerable. Children and staff also enjoy enhanced relationships because of the reduction in lunchtime ‘difficulties’.

Posted: 28th Feb 2007 Introduction of School Council : Adobe Acrobat file (52.5k)

St. Edmund's Catholic Primary School

(No summary supplied)

... through the School Council (Good Practice Award)

Lytham Hall Park Primary School

The school began this initiative primarily to create in pupils awareness that they have a “voice” in whole school issues through the work of the School Council, and it is also reflects the ideas encompassed within Every Child Matters. At the outset the aim was to make the School Council more relevant, effective and accountable. This was begun in conjunction with the schools objective within the Development Plan that was to encourage pupils to become independent learners and thinkers whilst teachers were adopting a variety of teaching methods to match different learning styles.

It was achieved by undertaking such tasks as rewriting the school rules after consultation with the whole school, having an input into the Children’s Questionnaire and customising it for their school, working with governors, reviewing policies involving PSCHE and Healthy Schools and interviewing prospective members of staff.

All children are able to voice their opinions about whole school issues through direct access to their elected councillors, discrete suggestion boxes (collected weekly and brought to council meetings), questionnaires and class feedback from Circle Time meetings.

Moorside Community Primary School

The project provides regular individual support to the families, including practical support to get the children into school, holiday activities, outings, training for parents, aggression and being in trouble with the police. 

The Nurture Group provides an educational setting for pupils age 5-7years whose social, emotional and behavioural needs are preventing them accessing the curriculum and participating fully in school life.  The main objective is to provide children with parenting experience who may not have previously gained the skills needed to adapt to the social setting of a school during their pre-school life.  The Nurture Group works in partnership with class teachers, parents, educational psychologist and other agencies, enabling a consistent approach at both home and school life.

Parents and the Community regularly attend courses in school, it is important to make them feel valued.  I try to run one six week course per term. Over the years these courses have been really well attended and lots of friendships have been made. Members of the community call in for advice or support.

Breakfast Club was started because children were arriving into school late and many had missed breakfast making them tired and lethargic.  Breakfast club has made a difference to the children’s attitude to learning this has been feedback by teaching staff and results. The breakfast club provides children with a place to make friends, play games and complete homework.  They are provided with a balanced diet which is crucial to their health needs.

Ashton Primary School (Good Practice Award)

We consulted with parents, children and staff through questionnaires and informal meetings, asking them their views and feelings about the school; its ethos and provision for children. We also asked them for their thoughts and feelings about learning.

We discovered that questions about children’s self-esteem and their views about themselves as learners arose. We felt that in order to improve attainment further, we needed to make children and their parents feel more empowered to improve their own learning, which would in-turn raise their self-esteem.

We decided to approach this holistically and targeted the emotional health and well-being of the children and parents through their feelings and attitudes towards learning.

After visiting other schools in similar situations and talking to experienced professionals we set up a Learning Support Unit where children and parents can access the support of in-house learning mentors, or can be signposted to agencies in the school community such as school nurses or Surestart.

Posted: 20th Jul 2006 The Birch Green Brass Band Project : Adobe Acrobat file (122.9k)

St. John's Catholic Primary School (Good Practice Award)

The Birch Green Brass Band Project is a school project that encourages children to develop confidence towards learning and boost their self esteem in the process through learning a brass instrument in a safe and nurturing environment. A number of community groups work together with the school to make this possible.  The Lancashire Music Service are responsible for children's tuition within school and teach a group of 11 children in Year 6 and 13 children in Year 5.  All of Year 4 are taught as part of the Wider Opportunities Programme.  The Birch Green Brass Band is held after school on a Thursday and is opened to children from all schools.  Currently we have children from 6 different schools.  The project is also supported by the Skelmersdale Prize Band who lend instruments and play 3 joint concerts a year with the children, therefore modelling good practice and showing the children that they have a reason for learning an instrument.
 
The project has been highly successful in raising children's self esteem and attitude towards school and their learning.  Children now play hymns in assembly and provide the backing to Happy 'Birthday' in our Merit Assemblies.  The school is musically buzzing thanks to the Birch Green Brass Band Project and is something that both the children and the community feel is of real value.

Longridge Barnacre Road Primary School (Good Practice Award)

In January 2004, the school introduced a Golden Book Assembly at the end of each month. As part of this assembly, pupils are invited to share their talents and hobbies in front of their parents and the whole school community - to celebrate them. The aim is that the other pupils may feel inspired to take up a sport or hobby as a consequence of watching their peers.

Whilst behaviour at school is very good, staff wanted to reward the majority of pupils who behave well. In 2005 they introduced ‘Golden Time’ - an hour each Friday where pupils choose an activity or interest for a four week cycle (e.g. sports, environmental, arts and crafts or cookery). This was recently extended into the community by inviting older people from sheltered accommodation into the school to help with Golden time.  A pupil council was formed 2004 to involve the pupils in the decision making process.

These strategies have led to

  • Raising of pupil self esteem.
  • A reduction in lunchtime indiscipline.
  • A reduction in number of head bump and accidents.
  • A reduction in SMT input in discipline issues after lunchtimes.
Posted: 7th Aug 2008 ‘WRIST Schools’ Anti-Bullying Project’ : Adobe Acrobat file (100.4k)

WRIST Consortium (Innovative Practice Award)

The project sought to continue raising standards through a re-focus on anti-bullying strategies and to increase the role of pupil voice and integrate it into school life. Member schools adopted an ethos of “the listening school,” as outlined in Every Child Matters.

Amongst many other events, the network organised:

  • A Schools’ Council Forum – Councils from 18 schools participated in workshops that focussed on appropriate behaviours, definitions of bullying and how to develop anti-bullying strategies within the school.
  • A WRIST Friendship Week - linked to National Anti-bullying Week.  Neighbouring schools partnered and took part in joint activities to develop friendship skills.  Activities included badge & poster making, teddy bears’ picnic, playground games & sports activities, interviews and letter writing. Individual schools also conducted their own activities and school councils developed their suggestions for the contents of a WRIST Schools' Anti-bullying Charter. 
  • A WRIST Headteachers' Charter Meeting at Farrington Lodge where  Headteachers met to compare children's suggestions and draw together a common WRIST Anti-Bullying Charter. 

Outcomes have so far included the development of a whole school strategy to anti-bullying in each of the network schools, an improved and heightened ethos that represents safer schools and an empowering of children in creating an anti-bullying ethos.

... for Members of the Wider Community’

St. Mary Magdalen Catholic Primary School (Good Practice Award)

A key aspect of St. Mary’s Mission Statement is to care for others and the school wanted this to be manifested in actions, in a genuine practical commitment. The challenge for the staff and pupils was to do this in a way that was worthwhile and had an everyday impact that would illustrate what a school and its community could achieve.  Staff believed that this daily interest in the welfare of others would have a positive impact on pupil behaviour, which in turn would increase the happiness and well-being of the whole community. 

Staff have always included elements of this work in their R.E. teaching but now it is integrated into Circle Time.  The school has adopted the S.E.A.L. materials, become an L.E.A. anti-bullying school and adopted the Every Child Matters agenda. The school believes that academic work, although important, has at times over-shadowed the other equally valuable work that good schools do, often without the recognition it deserves. Society does not develop on statistical results alone; it needs people who can think and act in a wider, caring way. What the schools has tried to do is perceived as a very important part of shaping the values, attitudes and actions of citizens of the future.

Ribby with Wrea Primary School

Recognising the effect of our school as a centre point for the local community.
Demonstrating how this impacts upon pupil learning and pupil enjoyment.

Posted: 10th Apr 2008 Healthy Eating and Improved Dining Arrangements : Adobe Acrobat file (67.6k)

Our Lady & St Gerad's Primary School

image.our lady & st Gerad\'s Primary School

 

Following on from our work on the Physical Activity standard, we wanted to continue helping our children to make informed decisions about their own health and well being.  As the issues that concerned us were highlighted in the media, it seemed the ideal time to work towards a Quality Mark in Healthy Eating.

Furthermore we were not happy that our older children had to eat their lunch in the classrooms.

Therefore we:
•  Developed a Healthy Eating Policy.
•  Set a date for Healthy Eating Day and Healthy Schools Week and invited people from other professions to come and work with the children.
•  Held a competition for children and parents about healthy lunches and the sugar content of a number of regularly chosen foods for children.
•  Bought new furniture, trays and cutlery for the Dining Hall.
•  Worked with the LEA and the school cook to provide healthier options at lunchtime.
•  Invited the School Council to consider ways Key Stage 2 children could access healthy options at breaktimes.

The project resulted in some excellent work and helped the introduction of creativity into our classrooms.

In October 2006 we learned that our application to the Healthy Schools Team had been successful and we had achieved a Quality Mark in Healthy Eating.    

Posted: 22nd Feb 2007 Pupil Power : Adobe Acrobat file (58.8k)

Colne Christ Church CE Primary School

Aim of the Project: at Christ Church School we take the Every Child Matters Agenda very seriously and it underpins everything we do. We wanted to ensure that all our pupils had a voice and felt listened to and heard. Our aim was to allow our children to make decisions and have a positive impact on what happened in school.

What we did: we focussed on empowering the School Council and listening to their views and opinions of how we could improve the school. This included weekly School Council Meetings, pupil questionnaires, class discussions etc. This was extended by the School Council suggesting that Year 6 pupils should be given extra responsibilities around school and be true ambassadors for the School.

Result:The Year 6 pupils are now involved in monitoring behaviour, mentoring younger children, showing visitors around school and presenting at Open evenings etc. Other Year groups look up to the Year 6 children and see them as role models. With the increased involvement of the School Council in decision making all pupils feel involved and listened to. This has created an excellent ethos in school. All pupils have a real sense of pride and ownership for their school.

..improve self esteem and ultimately, raise standards

St. Laurence C.E. Primary School (Innovative practice)

For a number of years the school has had good transition plans for before school and on movement to the High Schools .Our aim was to extend this good practice throughout the rest of the school and to enrich what already existed.
From the beginning of the scheme we wanted to make transition relevant, effective and smooth. We introduced a system that involved each class becoming more familiar with their next teacher and future environment.
In January 2006, staff attended several courses on transition - mainly from Reception to Year 1. After feed back at staff meetings, the rest of the school staff expressed an interest in adapting and creating the same type of facilities for each class.
During the summer term, the process was introduced. On the High School visit day all children in school moved up to spend the day with their next teacher and the new intake came into school for the full day.
The following evening was open to parents and families to come into school and meet the new class teacher and view the facilities.
The whole process was met with enthusiasm by everyone and a positive feeling of achievement for all.

Posted: 20th Jun 2007 Edisford Endeavour Awards  : Adobe Acrobat file (53.9k)

Edisford Primary School (Innovative Practice)

The Endeavour Awards provide the children with an opportunity to practice the 5 areas of Motivational Learning (Prof M Bernard) that lead to the development of successful characteristics. It makes a significant contribution to the Every Child Matters Agenda. The motivational areas leading to success are:

•Confidence
•Persistence
•Getting along
•Organisation
•Emotional Resilience

The Awards at KS1 and 2 cover 4 areas of:

• Adventure
• Naturalist
• People Skills
• Hobbies and interests.

Through the achievement of working towards the 4 cloth bronze, silver and gold badges in these areas, children practically develop the successful characteristics identified above. There are many cross curricular areas taught in addition to many aspects of life that we feel are important, but are often no longer taught within schools, families are indeed the local community.

Most KS1 awards take place on a Monday afternoon with KS2 on a Wednesday afternoon.
The school has devised its own syllabus. It takes approximately 1 term to achieve a badge in each area.

Posted: 5th Feb 2008 Pastoral Care : Adobe Acrobat file (64.9k)

Woodland Community Primary School (Best Practice Award)

• Our team at Woodland School are dedicated to ensuring that all of our pupils receive the highest standard of care. As we were forged from a recent amalgamation of three different schools, we were aware of the impact such a major transition could have upon our children. From the very start, one of our highest priorities has been to ensure that our children, many of whom face challenging circumstances outside of school, are respected and cared for in a happy, secure environment.

• Together with our learning mentor, our key workers, our BIP team and CAMH service, we give a level of pastoral care which our recent Ofsted report (April 2006) described as 'outstanding'

• We have put into place a range of measures including nurture groups, workshops and solution strategies to make sure that at Woodland, 'Every Child Matters!' .Our continuing commitment to this has resulted in increases in confidence for many children and a strong, personal focus on their well-being.

Posted: 5th Feb 2008 Environment Week : Adobe Acrobat file (60.7k)

Penwortham Girls’ High School (Best Practice Award)

• Our 'Environment Week' project is a cross curricular initiative, involving a wide range of subject areas including Geography, English, Science, R.S., History, Art and Music. In October each year the whole of year 8 is taken off-timetable and participates in the Environment Week programme.

• The initiative involves students completing a range of tasks (many of them practical and outdoor based) related to the local environment. Outdoor based activities are provided with assistance from local environmental groups, including Cuerden Valley County Park, Rufford Old Hall, and Howick Environment Centre.

• In addition to the academic aims of the project, the initiative has been designed with spiritual, moral and social targets. We hope that participating pupils will develop a sense of awe and wonder in the local environment and a feeling of joint responsibility for its protection. Arguably, the most important objective of the week is increased social cohesion within the year group, and with the wider community.

Posted: 6th Aug 2008 Anti-Bullying strategies : Adobe Acrobat file (56.5k)

Coates Lane

Coates Lane Primary School (Good Practice Award)

• We identified bullying as a whole school issue and as a result decided to set up a 'Bullying Surgery'.  The Head teacher, along with Miss Duckworth, the Year 4 teacher and Mrs Murphy, the mid-day supervisor made the decision to hold it on Friday lunchtime in the school library where it was quiet and easily accessible.

• The surgery runs from 12.30 pm - 1.15 pm and all year groups are welcome.  Before starting the surgery, all teachers were asked to discuss bullying with their class and to inform children about the surgery. Each new term a whole school assembly is given to the children regarding bullying and they are reminded about the surgery.  We use 'Tabs the cat' on our bullying surgery signs around school, as our symbol. 

• Children come into see us individually or as a group and we record all incidents, however minor. We ask the children what they would like us to do. Some children want us to act immediately and resolve the situation there and then, whilst others are happy for us to record it and monitor the situation. 

• More serious cases or repeated incidences are referred to the Head teacher and parents may be informed. 

• Recently we have also placed a bullying box in the central corridor which children can post slips into with any written bullying concerns on them.

... within the School

Burscough Village Primary School (Innovative Practice Award)

The Eco Council have improved the local environmental quality and helped reduce the environmental impact of the school on the community.  It has supported school improvement developments by managing the involvement of the pupils in leading environmental issues within the school.  The pupils have been pivotal in motivating and organising activities which have helped increase environmental awareness.

Posted: 5th Feb 2008 Staff Well Being : Adobe Acrobat file (68.1k)

Walter Street Community Primary School (Best Practice Award)

• The school has been involved in Lancashire's Staff Well Being Programme for 6 years since its inclusion in the pilot programme of 2001/2002. Staff well being has become a fundamental aspect of the school's success and is now firmly embedded in the school's culture and practice.

• All staff are invited to complete the annual computerised well being self review. The information from this review is collated and fed back to the staff who then decide how to use the information and identify priorities for actions.

• Staff ownership of and involvement in our well being work is crucial to the continued focus on well being. The profile of staff well being has been maintained by including well being within the school development plan, by identifying a team of staff well being facilitators who promote activities and by addressing staff well being needs in as many different creative and practical ways as possible. 

• The school's commitment to staff well being has complemented and supported its work in workforce reform, change management and continuous professional development.

Posted: 2nd Jun 2008 Raising achievement of Pupils with EAL : Adobe Acrobat file (78.9k)

Cathdral Catholic Primary School

  • Over the last two years there has been an increase in the number of pupils with EAL in our school. The majority of these pupils are from Poland and have joined our school with little or no English. We initially had few strategies in place to provide for pupils with EAL. We therefore needed to plan how we could address the needs of these pupils as quickly as possible to make their transition as smooth as possible.
  • The Senior Management Team liaised with the EAL support services, who assessed the pupils and met them weekly to support their learning of English. In class, teachers planned differentiated tasks that would help the pupils in their language acquisition. We also wanted to ensure we were meeting the emotional and social needs of our Polish pupils. We contacted a member of the local Polish Church community, Mrs Laing, who was then employed to work with the pupils once a week. Initially this involved providing opportunities for the pupils to speak in Polish about the work they had been doing in class and any difficulties they were experiencing. Mrs Laing was able to provide the vital communication link between the pupils and the teachers so that the pupils' needs could be met. This helped staff to develop their skills for meeting the needs of pupils with EAL.
  • The work of Mrs Laing diversified to include academic support and parental involvement. The impact of this is reflected in the academic progress of the pupils and the parents' involvement in our school life.
Posted: 6th Feb 2013 Grandparents Afternoon Tea Party : Adobe Acrobat file (70.8k)

Shakespeare Primary  - Innovative Practice Award

As part of Wyre's 'Older People' programme we held our first party for Grandparents in 2011. It was such a success and so much appreciated we held an even bigger one this year. It is now part of our Induction Process for our Foundation Stage children. In preparation the children made gifts for their Grandparents and prepared sandwiches and cakes. The Year 6 children acted as guides, bringing each child to meet their Grandparents when they arrived. After eating, the Year 6 children took groups of Grandparents and their Grandchildren all around school, ending in our Foundation Stage where our children could show them around and show their Grandparents their favourite things to do, The children loved it and the Grandparents appreciated being invited and having the opportunity to see inside school which they often don’t get to do. One lady had not been in the school for sixty years, when she attended the school.

 

Posted: 6th Feb 2013 Sustainability for healthy eating : Adobe Acrobat file (75.3k)

St Mary's RC Primary School - Innovative Practice Award

  • Our Gardening Club for year 5 and 6 children was established at the beginning of the summer term following the erection of a large polytunnel and shed.
     
  • It is run by the Teaching Assistant with responsibility for Global Awareness. She is helped by staff, parents and the school crossing attendant. Our local community has also been involved. The village garden centre came into school offering advice, free plants and seeds and also a discount on products. Our school PTFA gave us a generous donation which we spent on vegetable plants bought from our local high school. We also have a table at the back of our church with an honesty box where we can sell produce in the holidays.
     
  • After Friday family and parish assemblies, the children have a stall selling produce that has been picked that morning. The money is then used to buy new plants etc.
     
  • Previously, the Foundation Stage children have grown a few vegetables which were then cooked in school for them to eat. This continues in the new setting.
     
  • So far the children have grown a variety of vegetables which the school kitchen has cooked for them to eat for lunch, enabling the children to take responsibility for healthy eating.
     
  • The Gardening Club also have responsibility for our recently created 'Rainbow Memorial Garden' and have spent time sowing and nurturing the plants in there.
     
  • The children also took part in a sunflower-growing competition to raise money for a charity that affects one of the children in our school.